Secondary Spanish resources: music and books

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All Music and books subjects

Keeping your class engaged with fun and unique teaching resources is vital in helping them reach their potential. With Tes Resources you’ll never be short of teaching ideas. We have a range of tried and tested materials created by teachers for teachers, from kindergarten through to high school.

Breathe new life into your lesson plans with our primary and secondary school classroom resources. Whether you’re looking for fun maths worksheets or brand new guided reading activities, we have thousands of free and premium resources for you to download. From preschool to primary you’ll find phonics worksheets and classroom games. From Year 11 through to senior secondary we have everything from Japanese lessons to algebra activities, as well as revision guides for tests and exams.

A series of resources to support GCSE students preparing for their GCSE writing exams. The bundle includes three GCSE writing papers at both foundation and higher level, one for each theme of the new course, and a booklet with 24 90-word questions, eight for each theme (two per topic). This booklet has been picked by TES to be part of their GCSE revision hub. Finally, the resource includes a Complex structures guide, with a variety of tenses and structures to encourage the higher ability students to work independently and use increasingly complex language.
Finally, the bundle includes a “Correct the mistakes” activity, which includes 54 sentences (covering all topics) with mistakes in them for the students to correct, all based on some of the most common mistakes I keep seeing in students’ work.

Resources that can be used for a lesson or two on Eurovision for a Spanish class. Would work particularly well with Y9 and GCSE to get them using more interesting opinions but can be adapted for any year really. It’s good to use for Media topic (Music) and for writing with opinions. I have used this resource many times over the last few years and just changed it each year to make it up to date, it has always gone down really well with students! Resources include:
Powerpoint
Sweepstake of countries to cut out*
Score cards for the semi finals *(will add the Final scorecard when final contestants are announced)
Worksheet that includes a countries match up English to Spanish and a score card that pupils can write their votes on and choose an adjective to describe each song.
(from BBC Eurovision website)

These cards aim to enhance fluency and spontaneity amongst KS5 pupils. The idea is that they pick up a card at random, ask their partner the question and listen to their partner’s response (and vice versa). All cards cover the different topics which come up at AS level (fashion, young people, family, tv, music, art, culture, internet and technology, tourism etc.) They are colour-coded based on topic and cover a range of different questions - ranging from the easier to the more challenging.
Of course, this resource could be used in a number of ways but I used it with my Year 12 class as a spontaneous on-the-spot speaking activity in which pupils gave each other verbal feedback. It was very successful and pupils enjoyed the surprise element of it!

A powerpoint and worksheet to accompany the ‘leer es un placer’ spread in the viva book. However, the book is not required to deliver the lesson. all materials are included in the ppt and worksheet.
Inlcudes:
Vocab match up
translations
gap fills
converstaion questions
photo card
writing excercise

GCSE Spanish Media topics can be used with KS3 and KS4 including opinions, preterite tense, dialogues, and worksheets. All 11 lessons are well structured, with starters, objectives and learning checks. Lessons overlap to allow for recap of new language. Types of music, TV programmes, Films, opinions, preterite tenses for all three infinitives and more…

This resource contains 18 pages full of information (facts and statistics) covering all aspects of the themes covered in year 1 of the new Spanish A Level course. There are nine pages about Aspects of Hispanic society (three pages about Traditional and moden values, three oabout Cyberspace and three pages about Equal rights) and nine pages about Artistic culture in the Hispanic world (Modern day idols, Spanish regional identity and Cultural heritage).
I wrote this resource to help students include enough cultural information to score well in AO4 in paper 3 (the speaking exam), but information included in the resource can be easily adapted to a variety of reading and translation activities.

What do you do when your students are overwhelmed by the textbook? Teach from the revision guide! This series of lessons are based on the material from 1 or 2 pages of the purple Edexcel Revision Guide GCSE Spanish 9-1. They cover all or most of each page mentioned in the title. Most effective if used with the Edexcel Revision Guide. This combines material covered on pages 76 and 77.

9 x No prep pairwork speaking activities
Topic: Mi Diversión
Encourage fluency and confidence using Spanish with thematic conversation activities.
1) Entretenimiento
2) Televisión
3) Aficiones
4) Humor
5) Fiestas
6) Viajes
7) Moda
8) Compras
9) Internet
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (explicado en español)

11 x No prep pairwork speaking activities
Topic: Mi Vida
Encourage fluency and confidence using Spanish with thematic conversation activities.
1, Rutinas
2. Familia
3. Vecinos
4. Personalidad
5. Amor
6. Sentimientos
7. Casas
8. Fiestas
9. Aficiones
10. Comida
11. Infancia
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (explicado en español)

9 x No prep pairwork speaking activities
Topic: Mi Escuela &amp; Las Asignaturas
Encourage fluency and confidence using Spanish with thematic conversation activities.
1) Educación
2) Idiomas
3) Religión
4) Historia
5) Geografía
6) Ciencia
7) Arte
8) Números
9) Musica
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (explicado en español)

AQA A Level sample speaking questions for Unit 2 -La influencia de los idolos
All other units available to purchase as a bundle.
https://www.tes.com/teaching-resource/as-spanish-sample-speaking-questions-11877604

16 x No prep pair-work speaking activity.
Encourage fluency and confidence using Spanish with thematic conversation activities.
1) Entretenimiento
2) Fama
3) Familia
4) Fiestas
5) Futuro
6) Geografía
7) Historia
8) Humor
9) Idiomas
10) Infancia
11) Internet
12) Inventos
13) Medio ambiente
14) Moda
15) Música
16) Naciones
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (explicado en español)

16 x No prep pair-work speaking activities
Encourage fluency and confidence using Spanish with thematic conversation activities.
1) Aficiones
2) Amor
3) Animales
4) Arte
5) Casas
6) Ciencia
7) Ciudades
8) Colores
9) Comida
10) Compras
11) Crimen
12) Deporte
13) Dinero
14) Edificios
15) Educación
16) El Campo
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (explicado en español)

No prep pair-work speaking activity.
Topic of conversation: Música
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity.
Topic of conversation: Humor
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity.
Topic of conversation: Fama
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity.
Topic of conversation: Entretenimiento
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

No prep pair-work speaking activity.
Topic of conversation: Aficiones
Part 1: Photo description &amp; comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS

In this video I ask the questions from AQAs specimen role plays example 1 for foundation tier. I give the opportunity to practice answering questions for this part of the assessment then we look at the questions and how you might go about answering them.
You could set this as homework for KS4 students to practice for this part of the Speaking Assessment. You could also use it in class to model good answers.

Topic - Mi Gente
Foundation tier listening paper collated from the AQA bank of past paper questions and sample assessment material.
Once purchased send me an e-mail with the details of which paper you have bought and I will send you a zip file of the listening tracks - info@spanishtutoruk.co.uk

Topic - Mi Gente
Foundation tier listening paper collated from the AQA bank of past paper questions and sample assessment material.
Once purchased send me an e-mail with the details of which paper you have bought and I will send you a zip file of the listening tracks - info@spanishtutoruk.co.uk

Get your students exam ready and fully prepared for the new GCSE writing exam.
This pack includes:
1 translation worksheet (english to spanish) for each module of the Viva textbook
Vocabulary tests for each module of the viva textbook
A foundation and higher tier sample writing paper for each module of the viva textbook
A huge saving of £30 when you purchase these items as a bundle!

These speaking cards are aimed for years 12 and 13. Students have been using these cards in class for speaking practice and with the language assistant to guide and structure their conversations.
In this unit we study the influence of idols in music, sport and television.
The following topics are covered:
the influence of famous singers and musicians in Spanish-speaking countries.
Hispanic sporting role models and their influence.
These cards have been created according to the new specifications in order to provide more opportunities for practice.
Thank you

This is a bundle of 15 Spanish lessons, perfect for using with beginners after they have mastered the basics. They are aimed at KS2.
The lessons teach the children vocabulary for food, drink, hobbies, transport and holidays.
The plans all give details of a starter, how to teach the new vocabulary, followed by a combination of listening activities, speaking activities, reading/writing activities and plenary. Each lesson is highly interactive and allows children to practise a range of language skills.
All resources are included in the price. This includes a PowerPoint for each lesson containing the new vocabulary.
Fantastic value

Lots of my A level resources on a variety topics (all NEW spec) including a wide range of activities for class and independent work: translation into Spanish &amp; English, high challenge texts &amp; grammar tasks.

This is a 5 lesson Spanish unit for beginners, perfect for using with KS2. It teaches children hobbies and interests vocabulary, covering days of the week, sports, hobbies, musical instruments and days out.
All the plans give details of a starter, how to teach the new vocabulary, followed by a combination of listening activities, speaking activities, reading/writing activities and plenary. Each lesson is highly interactive and allows children to practise a range of language skills.
All resources needed for the lessons are included in the price. This includes a PowerPoint for each containing the new vocabulary.
(This unit could be combined with the four previous Blossoming Minds’ Spanish units)

This is a plan and resources for a beginner’s Spanish lesson to use with KS2. It involves children learning the vocabulary for different musical instruments they might play. The plan could be used for an individual lesson, or as part of a longer hobbies and interests unit.
The plan gives details of a starter, how to teach the vocabulary, a whole class listening game, a reading game, a reading and writing activity and a plenary. It is highly interactive and allows children to practise a range of language skills.
Resources needed for the lesson are included in the price. These are:
Plan
A PowerPoint presentation
Resources for reading activity
Written worksheet
(This is Lesson 4, Unit 5 by Blossoming Minds, but can be used individually.)

This is a plan and resources for a beginner’s Spanish lesson to use with KS2. It involves children learning the vocabulary for hobbies and interests, such as going to the cinema and playing on the computer in Spanish. The plan could be used for an individual lesson, or as part of a longer hobbies unit.
The plan gives details of a game for a starter, how to teach the vocabulary, a whole class listening game, a speaking activity, a written activity and a plenary. It is highly interactive and allows children to practise a range of language skills.
Resources needed for the lesson are included in the price. These are:
Plan
A PowerPoint presentation
Resources for speaking and listening activities
Written activity
(This is Lesson 3, Unit 5 by Blossoming Minds, but can be used individually.)

. This resource is a Power Point (20 slides) to introduce Module 3 Mi gente. It follows the textbook AQA GCSE Viva Higher with a worksheet for students.
. A Power Point with the whole unit (51 slides) with grammar, different activities, written tasks, explanation of the photo card and translations.
. I also include a worksheet with all the vocab, activities and explanations on a word document which is easy to print for your students and the lessons will go smoothly and quicker than if they have to copy everything down.
. If you have any questions do not hesitate to contact me: gimenez.srta@gmail.com

A collection of twenty-four 90-word questions covering the whole of the new Spanish GCSE course.
Each of the three booklets (one per theme) contains eight questions, with four bullet points each, encouraging the students to refer to present, past and future events, as well as to include opinions.

A booklet with eight 90 word questions to revise the theme of Identity and culture of the new Spanish GCSE exam.
There are two questions for each of the topics in Theme one (Me, my family and friends, Technology in everyday life, Free-time activities and Customs and festivals in Spanish-speaking countries).
Each of the questions contains four bullet points that the students are expected to cover; one of the bullet points refers to the past and, when possible, it starts with &quot;qué hiciste&quot;, as many of the AQA sample questions do; another bullet point requires the students to use either the future or the conditional, and another one prompts them to say their opinion.
Finally, the booklet also contains a copy of the mark scheme for the 90 word question, which is the same at foundation and at higher level.
A similar booklet including questions for themes 1, 2 and 3 can be found in this link:
https://www.tes.com/teaching-resource/new-spanish-gcse-writing-exam-practice-90-word-questions-11820179

This lesson allows students to select from differentiated reading activities relating to a description of a music festival experience. Students will then explore useful infinitive expressions and complete differentiated translations. Finally, using all of their resources from lessons, students will complete a written paragraph using suggested prompts which can then be improved through self/peer assessment.

A writing mat to support pupils to write a structured and ambitious paragraph about their interests and hobbies.
The support vocabulary is separated into key verbs, time phrases, opinion words, key adjectives and facilitating structures. There are also suggestions for introducing imperfect and conditional sentences.